Search Tufts Medicine

CFA is used to test the three factor structure of the English eHEALS using multinational versions from the UK, New zealand, and the USA on MRI and CT outpatients

A literature review was conducted to generate an initial list of items related to food and nutrition literacy. An expert panel evaluated the initial list for content validity. This feedback, as well as feedback from a group of elementary schools students regarding their perceptions about nutrition, informed the final 46 item questionnaire.

The instrument was conceptualized using three core principles regarding infectious disease health literacy. Focus groups reviewed these principles and constructed a 6-domain framework for the IDSHL. An expert panel assessed the face validity and accuracy of this framework. Next, two rounds of Delphi surveys were completed, yielding a preliminary item pool of 60 items. These items were subsequently rated by an expert panel and assessed for their content validity index, yielding a final instrument of 50 items. Following population testing, 22 items were removed.

To develop the tool, a qualitative pilot was conducted with tutors and students to explore children's health difficulties and health literacy abilities. Next, experts worked to reach a consensus on both the definition and indicators of Taiwanese children's health literacy, yielding a set of 25 health literacy abilities. From these findings, a 28 item test was created and pilot-tested. Three items were removed following the pilot test.

The development of the tool involved cultural adaptations of the health instruments as well as translation and back translations from and to the original English NVS. Translators discussed the versions and an expert committee analyzed the tool for any discrepancies. The development of the tool also included pre-testing for the final version.

The original English HLS-EU-Q47 was translated to Indonesian using forward-backward translation. Cultural perspectives were taken into account during the translation process. Next, the measure was pre-tested by research partners in Indonesia.

The original English HLS-EU-Q47 was translated to Kazakh using forward-backward translation. Cultural perspectives were taken into account during the translation process. Next, the measure was pre-tested by research partners in Kazakhstan.

The original English HLS-EU-Q47 was translated to Burmese using forward-backward translation. Cultural perspectives were taken into account during the translation process. Next, the measure was pre-tested by research partners in Myanmar.

The development of the tool followed the protocol mandated by the authors of HLQ. The processed included forward and blinded back-translation by two different professional and registered translators taking in count cultural appropriateness and measurement equivalence. The final questionnaire was approved after an 8-hour consensus teleconference.

The original English HLS-EU-Q47 was translated to Taiwanese using forward-backward translation. Cultural perspectives were taken into account during the translation process. Next, the measure was pre-tested by research partners in Taiwan.

The original English HLS-EU-Q47 was translated to Vietnamese using forward-backward translation. Cultural perspectives were taken into account during the translation process. Next, the measure was pre-tested by research partners in Vietnam.

The development of the tool Spanish REALD-30 included translation from English to Spanish, there was a pilot study and, and the final version was revised by experts.

The development of the tool involved two independent translation and back translation of the original OHLI from English to Spanish and vice-versa by two native Spanish language professionals proficient in English. The two independent versions of translation where then revised by a third bilingual professional to achieve a consensus. The final version of the tool was revised by a panel of experts in dental public health.

The development of the tool involved an independent translation from English into Arabic by an independent Arabic native speaker, and later back-translated by a second translator to establish semantic equivalence. Formal comparison between the two English versions (the original and the result of the back-translation) followed. The adaptation of the tool incorporated changes to reflect the experience patients in the Lebanon health system within the target context. Revision followed the adaptation of the tool, which were finally evaluated by a professional Arabic instructor for clarity and comprehensiveness. Tool development also included pre-testing.

The development of the tool involved an independent translation from English into Arabic by an independent Arabic native speaker, and later back-translated by a second translator to establish semantic equivalence. Formal comparison between the two English versions (the original and the result of the back-translation) followed. The adaptation of the tool incorporated changes to reflect the experience patients in the Lebanon health system within the target context. Revision followed the adaptation of the tool, which were finally evaluated by a professional Arabic instructor for clarity and comprehensiveness. Tool development also included pre-testing.

The composite HLS/SNS was created by combining the 22-item HLS and the 8-item SNS.

The framework of the C-HLS was based on Leavell and Clark's Levels of Prevention, and the scale items were developed according to Nutbeam's 3 levels of HL. First, the authors conducted 4 focus group interviews to obtain data as a basis for the subsequent development of scale items of C-HLS. The Delphi method was employed, and 13 experts were invited to evaluate the content validity of the C-HLS. The expert validity of each item was reviewed in terms of its appropriateness, necessity, and semantic clarity. The expert panel included oncologists, nurses, case managers, healthcare system managers and experts in the fields of HL and education. In addition, 10 newly diagnosed cancer patients were invited to assess the face validity of the items and rate them for semantic clarity and sentence fluency. Based on the first round of face validity and expert validity evaluations, the C-HLS was revised to have 39 items; that version was then put through the second round of expert validity evaluation. The final version of the C-HLS consisted of 35 items, with 14, 10, and 11 items, respectively, for the 3 levels of HL: functional, interactive, and critical literacy. A cross-sectional design was adopted for large-sample verification of reliability and validity and to assess the receiver operating characteristic (ROC) curve.

Created through a two-stage process: Stage 1 comprised the development and validation of the questionnaire using a literature review, two rounds of cognitive interviews, two focus groups and two rounds of expert assessments by health literacy experts. Stage 2 included a standard pretest (n = 625) of the questionnaire draft to examine the psychometric properties, reliability and different validity aspects.

The tool was developed based on HLVa-IT (Health Literacy about Vaccination of adults in ITalian)
Some questions were adapted to the vaccination domain and cultural characteristics of the Italian population.

The test was adapted from the English version of the eHEALS. It consisted of various translation and cross-cultural adaptations. This process included, forward translation, synthesis , back translation, instrument pilot testing and revision of the final adapted instrument.